Check out the new state-of-the-art infant feeding pod in the SLC
A new infant feeding pod at the Student Learning Centre (SLC) opened this month for TMU community members. The pod was installed by the Office of the Vice-Provost, Students in response to requests for dedicated space on campus for students with nursing children.
Students may access this space, which is regularly maintained and cleaned by the university for safe and private infant feeding, with a door access code. The free and wheelchair accessible pod, a joint initiative between Health Promotion Programs (HPP) in Student Wellbeing, and Student Life and Learning Support (SLLS) in Student Affairs is in the southwest corner on the fourth floor of the SLC.
The new pod complements the infant feeding room in the Daphne Cockwell Complex room DCC-655 (managed by the Office of the Vice-President, Equity and Community Inclusion), and is an example of how groups across TMU are working together to be inclusive and supportive.
"It's important that all students have access to the resources they need as part of this community,” said Jen McMillen, vice-provost, students. “A second dedicated space for breast/chestfeeding and pumping is intended to make it a little easier for those who are caring for infants to attend classes and enjoy other activities while on campus.”
TMU students and employees must complete the (google form) infant feeding pod registration form (external link) to request access to the pod. A staff member will contact them to confirm access, and will also provide access to the complementary infant feeding room. Parents or child-care providers who provide nutrition for infants in the new pod are asked to leave when finished and close the door behind them to ensure the space is secure.
The infant feeding room was guided by the values of equity, diversity, inclusion, access and putting people first as reflected in TMU's Academic Plan. It also takes into consideration the recommendations on breastfeeding (external link) by the World Health Organization.
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